UNIT X UNIT 4 | 149 A Read the sentences. Which ones are facts? Which ones are opinions? 1. Field trips are a fun way for us to learn about our community. 2. We can meet our local leaders there. 3. Smithfield Farm is a historic farm. 4. The Connecticut River is the largest river in our city. 5. It is beautiful. B Find other examples of facts and opinions in Community Field Trips. C Write about your community. Write two facts and two opinions. My community is in a big city. My community is great! It has … B Talk about it 1. Why do the students want to go on these field trips? 2. What are three places the students want to visit? 3. What geography will they learn about? 4. What kind of farm is Smithfield Farm? TEXT ELEMENTS Fact and Opinion A fact is something that is true. An opinion is something that someone thinks or feels. fact opinion The mayor works at city hall. The mayor is friendly. Springfield is a city. Springfield is the best city. UNIT 4 149 CON22_3_SE_U04_148-151_CLA.indd 149 30/10/2020 13:49 UNIT 4 / CONNECT TO LANGUAGE ARTS DIFFERENTIATED INSTRUCTION Scaffold Provide a T-chart labeled fact and opinion. Reinforce the difference between a fact and an opinion: a fact is true and can be proven, and an opinion is something that someone thinks or feels. Model how to add a statement to each side of the chart. fact: My community is a small town. opinion: My town is so pretty! Amplify Have students present their ideas to small groups or the whole class. Provide access to resources so students can gather images to illustrate their statements. Remind students to use presentation skills such as speaking with appropriate volume and pacing and making eye contact with audience. TEXT ELEMENTS: Fact and Opinion Understand and analyze genre Remind students that opinion texts contain an opinion and support for that opinion (generally facts). Review the definitions of fact and opinion with students and read aloud the example sentences while students read silently. A Distinguish fact from opinion Read aloud the directions and ensure students understand expectations. Discuss the first item together and determine whether it is a fact or an opinion. (opinion) Then ask students to identify the word that signals the statement is something a person feels. (fun) Have students complete Activity A in pairs. When they have finished, review answers together, asking students to support responses with text evidence. ANSWERS 1. opinion; 2. fact; 3. fact; 4. fact; 5. opinion B Use support from peers to confirm understanding Model returning to the article and identifying a statement of opinion, pointing out the words that signal the opinion. Then direct students to work together in pairs and refer to the article to complete Activity B. ANSWERS Sample answers: Facts: In the past, farmers used the water in the river. Now, our community uses the water to make electric power. Opinions: It will be interesting. It is beautiful. C Support opinions in writing Give students a chance to discuss their ideas about facts and opinions before sending them off to write. Read aloud the example text and have students identify which sentences are facts (first and second sentences) and which is an opinion. (third sentence) ANSWERS Sample answers: Facts: My community has about 14,000 people in it. My town is in Texas. Opinions: People in my town are friendly. The parks are nice in my community. Practice Book pp. 79–80 Assessment Program p. 66 PRACTICE EXPLORE AND LEARN COMMUNICATE
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